English 7 introduces students to foundational learning habits, literary concepts, and reading and writing skills that set them up for success in the Middle School, Upper School, and beyond. This course develops strong skills through five major themes of civilization: foundations; political structure and power; participation and citizenship; reform and change; and expansion and decline. The English course traces these themes through close examination of fiction and nonfiction texts while the history course explores them through Ancient Greece and Rome, drawing explicit connections to events in U.S. history and select non-Western societies.

Both semesters in English place significant emphasis on the reading and writing process, foundational grammar conventions, and relevant vocabulary words.

English 8 maintains a humanities approach in building skills and exploring themes of global citizenship. In eighth grade, students explore the way different cultures come into contact and expand in an increasingly interconnected world through the following themes: places, cultures, and beliefs; changing ideas; and encounters. The literature in English class continues to examine these themes across multiple genres. In history, the course explores some of the great and diverse non-Western and Western cultures in the period between about 750 BCE to the early modern period, tracing the development of major world religions, transformational ideas, key developments in technology, and the controversial nature of sustained contact between Afro-Eurasia and the Americas. Eighth grade ends with a significant independent endeavor, the Encounter Project, which allows students to explore opportunities and challenges posed by cultures in contact. Skill development continues to be a primary focus as both semesters in English emphasize the development of strong reading and writing skills, key grammar concepts, and relevant vocabulary words.

Prerequisites: Completion of 6th Math

Who the course is designed for: all 7th grade students

Pre-Algebra A covers all of the topics needed to be successful in Algebra I. There is a strong emphasis on fundamental skills as well as on a thorough understanding of math concepts. A great deal of time is spent working on the basics of understanding numbers and math logic. Topics studied include order of operations, solving equations, exponents, percents, ratios and proportions, linear graphing, and geometry. Problem solving is also a key skill that is emphasized throughout the course. Note that 7th grade students in Pre-algebra A may qualify for any of the 8th grade math courses.

Prerequisites: High averages in the learning goals in 6th grade Math at Chadwick School, the quantitative reasoning and math ERB sub-tests, the 7th grade placement exam, an ability to problem solve at an abstract level and transfer learning to new situations, and strong written work habits and organizational skills.

Who the course is designed for: 7th grade students who are ready to work abstractly at a fast pace with little review of past topics.

The usual topics in a pre-algebra class are covered in depth as well as extra topics such as applications in geometry, coding and spreadsheets, simplified square roots, unit cancellation, and systems of equations. There is an emphasis placed on problem solving. The use of equations to solve word problems is taught along with solving equations in one and two variables. The class is also a pre-geometry class, in which students learn basic geometric relationships along with the Pythagorean theorem, distance formula and special right triangles.

Prerequisites: C - (70.00% minimum) in the spring semester of Pre-Algebra A. Students who do not quite meet this criterion but who feel strongly that they would be best placed in this class may take a placement test. (Note: students who earn less than C- in Pre-Algebra A and who do not pass the placement test should re-take Pre-Algebra.)

Who the course is designed for: 8th grade students

Algebra 1A is the first course of a two-year sequence designed to lay a solid foundation in algebra. The pace of the sequence is constantly adjusted to maximize student understanding. While there are many skills, definitions, and concepts that will be covered, there is also an increased emphasis on problem solving and reading the math text. The course begins by focusing on basic algebraic skills and as the year progresses the focus shifts to solving non-routine problems. In addition to developing strong problem solvers, other goals of the course are to improve technical reading skills as well as foster independent learners. A full year in Algebra 1A covers approximately one half of the material covered in a standard Algebra 1 course.

Prerequisites: C- (70.00% minimum) in the spring semester of Pre-Algebra B or B (83.00% minimum) in the spring semester of Pre-Algebra A. Students who do not quite meet these criteria but who feel strongly that they would be best placed in this class may take a placement test.

(Note: Eighth-graders earning below a B- in Algebra 1 are expected to retake Algebra 1 in the ninth grade. Past experience has shown that students with a C+ or lower in eighth-grade Algebra 1 have significant difficulty with Geometry and Algebra 2.)

Who the course is designed for: 8th and 9th grade students

In this course, students explore traditional algebra concepts and form a strong foundation for future math courses. A heavy emphasis is placed on application of algebraic concepts. Students will: simplify and evaluate algebraic expressions and operations on polynomials; graph linear and quadratic equations; solve linear, absolute value, rational, and radical equations and inequalities; solve systems of equations and inequalities; extensively explore quadratic equations and their applications; investigate functions, proportions, exponents and radicals.

Prerequisites: B+ (87.00% minimum) in the spring semester of Pre-Algebra B, or A (93% minimum) both semesters in Pre-Algebra A with teacher recommendation. Students who do not quite meet this criterion but who feel strongly that they would be best placed in this class may take a placement test.

Who the course is designed for: Strong and motivated 8th grade students

The overall content of Algebra 1 and Algebra 1 Honors are the same, except for some applications. In the honors course, depth and rigor increase, and a deeper understanding is expected. Students in this course need the following for success: enthusiasm for mathematical challenges, strong work and study attitudes, growth mindset, time in their schedule to master challenging topics, solid reading skills, and superior pre-algebra skills.

Prerequisites: none
Who the course is designed for: all 7th grade students

The seventh-grade science curriculum teaches students how to think, communicate, and lead like scientists. Students spend the year doing real science and seeing the impact their endeavors can have on the world.

Seventh-grade students can expect an engaging, hands-on immersion in several science disciplines, including biology, physics, chemistry, and engineering.  This inquiry-based course utilizes technology in and out of the classroom, frequently takes advantage of Chadwick’s “Canyon Laboratory,” and reinforces 21st-century skills.

The course uses five major themes (models and patterns, cause and effect, systems and organization, structure and function, and energy and matter) and the Chadwick core competencies to guide young scientists through an exploration of the natural world. Students are inspired to better understand the ways humans interact with the environments around them and empowered to think how society can improve for future generations.

Prerequisites: Integrated Life Science 7
Who the course is designed for: all 8th grade students

Eighth-grade science integrates fundamental concepts in chemistry, physics, biology, astronomy, and earth science. Its goal is to integrate the core concepts across these various scientific disciplines in an effort to introduce students to a coherent and connected sequence of traditional topics. 

The course's hands-on, multidisciplinary approach is intended to enhance student understanding of major science concepts, increase quantitative and problem-solving skills, and promote student interest in science. The course is inquiry-based and allows for a variety of collaborative learning opportunities.

PCB1 uses the CPO Focus on Physical Science textbook and other materials.  It is designed to meet and exceed California's state education standards for eighth-grade science.

Prerequisites: none
Who the course is designed for: Upper School students with little or no background in the language.

During the first semester, students learn basic grammar and vocabulary while also developing their ability to read, write, speak, and understand Spanish. During the second semester, they learn more regular and irregular verbs in the present and past tense, and other grammatical structures that allow creative expression in Spanish.  By the end of the year, students can ask and answer questions, speak about themselves and their interests, listen and understand short directed conversations or dialogues, read for facts, and answer factual questions based on readings.  Students will participate in speaking activities, collaborative activities such as role-play, projects, presentations, and short readings.  In addition, students will learn about the cultural diversity that exists among the many Spanish-speaking countries.  Spanish will be spoken during instruction and in classroom activities.

Prerequisites: None 
Who the course is designed for: Middle school students

Students in Spanish 1A learn vocabulary and grammar in the present tense, while developing their ability to read, write, speak, and understand Spanish. Students participate in speaking activities, collaborative activities such as role-play, projects, presentations and short readings. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish is spoken during instruction and in classroom activities.

Prerequisites: C- (full year average of 70%) in Spanish 1A or Spanish Intensive
Who the course is designed for: Middle School and Upper School students with some background in the language.

The primary objective of this course is to develop communication skills in Spanish. Students in Spanish 1B learn basic grammar and vocabulary while developing their ability to read, write, listen, and speak. Students participate in speaking activities, collaborative activities such as role-play, projects, presentations, and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Spanish is spoken during instruction and in classroom activities.

Prerequisites: C- (full year average of 70%) in Spanish 1B or A- (full year average of 90%) in Spanish Intensive (with work to be completed over the summer)
Who the course is designed for: Upper School students.

Spanish 2 emphasizes oral production and writing as means to build a strong vocabulary and greater proficiency in the target language. Classes are conducted almost exclusively in Spanish. Students do oral presentations and interviews and write three or four-paragraph compositions. Furthermore, students read short stories, articles, and one novel. Special attention is paid to the development of listening skills, and some cultural aspects that are built into the language are also introduced.

Prerequisites: C- (full year average of 70%) in Spanish 2 or 2 Honors

Who the course is designed for: 10th, 11th and 12th grade students

The primary objective of this course is to develop stronger communication skills and even greater proficiency in Spanish. Students in Spanish 3 learn vocabulary and grammar in more depth while developing their ability to read, write, listen, and speak. Students participate in speaking activities, collaborative activities such as role-play, projects, presentations, and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Only Spanish is spoken during instruction and in classroom activities.

Prerequisites: A- (full year average of 90%) in Spanish 2 with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.

Who the course is designed for: Strong and motivated Spanish students in the 10th, 11th and 12th grades

The primary objective of this course is to develop stronger communication skills and proficiency in Spanish.  Students in Spanish 3 Honors study grammar and vocabulary in greater depth and at a quicker pace as they develop their ability to read, write, listen, and speak. The focus of the class is communication, with a very student-centered approach. Students participate in many speaking activities, collaborative activities such as role-play, projects, presentations, and reading short stories. In addition, students learn about the cultural diversity that exists among the many Spanish-speaking countries. Only Spanish is spoken during instruction and in classroom activities. This course is much more demanding than Spanish 3.

Prerequisites: C- (full year average of 70%) in Spanish 3 or 3 Honors
Who the course is designed for: Students in grades 10 - 12

Students in Spanish 4 continue learning vocabulary and grammar in greater depth. Conducted entirely in Spanish, this course emphasizes the four core skills of speaking, listening, reading, and writing. The primary goal is to further enhance students’ ability to understand both spoken and written Spanish, as well as to be able to communicate more effectively through speaking and writing. Through a variety of readings and films on contemporary Spain, as well as research projects and grammar review, students have the opportunity to discuss, debate, and interact using the target language on a wide variety of relevant topics including current events, the Spanish Civil War and the Dictatorship period, and music.

Prerequisites: B+ (full year average of 87%) in Spanish 3H or A (full year average of 93%) in Spanish 3, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated students in grades 10 - 12

Spanish 4 Honors is an advanced course designed to enhance students' ability to understand and produce both spoken and written Spanish. This course builds upon the grammatical foundations of Spanish 1, 2, and 3H while continuing to develop speaking, listening, reading and writing skills. Students further refine their language skills through discussions, paired activities and presentations, and by interacting with short stories, articles, local resources and authentic materials from Spain. All three modes of communication (interpersonal, interpretive and presentational) are emphasized.

Prerequisites: A- (full year average of 90%) in Spanish 3 Honors or B+ (full year average of 87%) in Spanish 4 Honors, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated students in grades 11 and 12

This college-level course emphasizes the use of language for active communication and helps students develop the ability to understand spoken Spanish in various contexts. Students develop sufficient Spanish vocabulary to read newspaper and magazine articles, literary texts and other non-technical writings without dependence on a dictionary. They also learn to express themselves coherently and with reasonable fluency in both written and spoken Spanish. Grammar is reviewed as needed to achieve these goals. Six major themes drive the content of the class: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, Beauty and Aesthetics.

Prerequisites: B+ (full year average of 87%) in Spanish 4 or B (full year average of 83%) in Spanish 4 Honors

Who the course is designed for: 12th grade students
 

The goal of this course is to develop and refine students’ conversational skills in the context of current events and everyday life. Students explore various themes such as health, art, urbanism, technology, and how to make the world a better place. Through the study of these themes, students have the opportunity to recognize and respond thoroughly to ethical dilemmas, to develop integrity with which to confront injustice, and to embrace and to respect different perspectives. Students also have the opportunity to express their points of view as they learn idiomatic expressions and other stylistic devices that will allow them to use the language in a creative way.

Prerequisites: C- (full year average of 70%) in AP Spanish Language and Culture, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.

Who the course is designed for: 12th grade students who have completed AP Spanish Language and Culture

This course helps students to use and refine conversational skills through the study of several Spanish and Latin American authors and films. Students explore social and political issues from the history of Spain and Latin America up to modern times.  Short stories, theater, poetry and film provide the foundation for class discussions, presentations, and writing. Through comprehensive exposure to literary works and film, students have ample opportunities to expand their  intellectual outlook and develop knowledge, respect and appreciation for cultural differences and similarities. The writers studied in the course include Tirso de Molina, Miguel de Cervantes, Federico García Lorca, Miguel de Unamuno, Gabriel García Márquez, Juan Rulfo, Jorge Luis Borges, Carlos Fuentes, Isabel Allende, Pablo Neruda, and Laura Esquivel, amongst others. The course is conducted entirely in Spanish.

Prerequisites: None
Who the course is designed for: Upper School students with little or no background in the language

Students develop listening, speaking, reading, and writing skills in French in a low-stress, dynamic classroom.  Lessons are conducted almost entirely in French.  They include discussion of diverse French-speaking cultures, as well as discussion of students' own culture and experiences in other academic disciplines.  The course encourages students to make comparisons between French, English, and other languages that may be spoken at home.

Prerequisites: None
Who the course is designed for: Middle School students

In French 1A, students are introduced to linguistic functions related to greetings, pastimes, preferences, weather, food and drink, places in school and in the city, family members, character description and professions. They begin to acquire the high-frequency vocabulary needed to establish solid foundations in their written and oral expression. Students are also introduced to the cultural diversity of the francophone world, with a special emphasis on Paris, the French school system, and French-speaking areas of Africa.

Prerequisites: C- (full year average of 70%) in French 1A or French Intensive
Who the course is designed for: Middle and Upper School students.

Designed for students who have completed French 1A or French Intensive, French 1B is built upon the structural foundations learned in seventh grade, and continues to develop the students’ reading, writing, and conversational skills. Students learn more regular and irregular verbs, the past tense, the near future, and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is increasingly conducted in French.

Prerequisites: C- (full year average of 70%) in French 1B or A- (full year average of 90%) in French Intensive (with work to be completed over the summer)
Who the course is designed for: 9 - 12th grade students.

French 2 continues the study of grammar and offers a variety of activities such as role-playing and simulations to help students apply new expressions and structures to real-life situations. Students are introduced to new past tense forms, direct and indirect object pronouns, the use of the future tense, the conditional and subjunctive modes, negative expressions, and more specialized thematic vocabulary. Students learn to appreciate in more depth the target culture including poems, films, and cultural readings incorporating both new and already learned cultural and linguistic elements. This course is conducted primarily in French.

Prerequisites: C- (full year average of 70%) in French 2
Who the course is designed for: 10th - 12th grade students.

This course builds upon the structural foundations learned in French 2 and continues to develop the students' reading, writing and conversational skills. Students learn more regular and irregular verbs, the imparfait (past tense), and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is conducted in French.

Prerequisites: A- (full year average of 90%) in French 2 with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10th - 12th grade students

In French 3 Honors, students build upon and refine previously-learned grammatical structures while learning new vocabulary to communicate in French on a variety of topics.  This course emphasizes all aspects of language: listening, speaking, reading, writing and culture. This course is conducted exclusively in French.

Prerequisites: C- (full year average of 70%) in French 3 or 3 Honors
Who the course is designed for: 10th, 11th, and 12th grade students

The curriculum of French 4 develops vocabulary and grammar in the context of studying global issues. The course initially explores the regional diversity of France and its historical monuments and figures, then moves to a study of the colonial history and current conservation efforts in the Antilles Islands. Topics then broaden to global issues such as social networking, transportation, education, immigration, and employment. Assignments are designed to trigger comparisons between French-speaking cultures and the student’s own community.

Prerequisites: B+ (full year average of 87%) in French 3H or A (full year average of 93%) in French 3, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10th, 11th, and 12th grade students

The curriculum of French 4 Honors develops vocabulary and grammar in the context of studying global issues. The course initially explores the regional diversity of France and its historical monuments and figures, then moves to a study of the colonial history and current conservation efforts in the Antilles Islands. Topics then broaden to global issues such as social networking, transportation, education, immigration, and employment. Assignments are designed to trigger comparisons between French-speaking cultures and the student’s own community. This course uses more complex resources and demands more sophisticated communication than does French 4.

Prerequisites: B+ (full year average of 87%) in French 4 Honors with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 11-12th grade students

This college-level course emphasizes the use of language for active communication and helps students develop the ability to understand spoken French in various contexts.  Students develop sufficient French vocabulary to read newspaper and magazine articles, literary texts and other non-technical writings without dependence on a dictionary.  Students also learn to express themselves coherently and with reasonable fluency in both written and spoken French. A comprehensive review of intermediate and advanced grammar structures is included in the course.

6 major themes drive the content of the class: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Themes are explored through a variety of materials: articles, audio-visual or audio news segments, short videos, literary excerpts, movies and songs.

Prerequisites: C- (full year average of 70%) in French 4 or A.P. French Language
Who the course is designed for: 12th grade students

This course offers a thorough and comprehensive review of the intermediate structures of French using a series of films. The themes developed in the movies also allow students to build linguistic proficiency in a meaningful context.

The course also introduces students to quintessential French poets and writers, as well as cultural French icons. Authentic audio-visual documents are used to enhance the students’ understanding of the contemporary francophone world. The goal of the course is for students to have greater fluency and accuracy in French and to send them into the world as fully functional French speakers.

Prerequisites: B- ( full year average of 81%) in French 4 Honors, or A- (full year average of 90%) in French 4, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 12th grade students

French cinema is intrinsically linked to France's history and cultural identity. In this advanced cultural studies course, students discover contemporary French culture through its cinema. By watching films made by a wide range of directors, students also acquire analytical skills to better examine cinematic techniques and appreciate the aesthetics of film. Major themes discussed in the class include: family, education, immigration, and the European Union. Through written film analyses, students develop their writing skills in the French language.

Prerequisites: None for new 9th graders; upon recommendation for Middle School students.
Who the course is designed for: New 9th grade students and recommended Middle School students

At the level of beginning Chinese, students develop their basic communication skills in a cultural context.  They listen and respond to structured social conversations, practice writing basic characters and learn their origins.  Students also learn basic grammatical structures and sentence patterns to write simple sentences and brief paragraphs.  During the second semester, students learn to use phrases to increase their ability to communicate effectively in Mandarin.They engage in dialogues on school-related topics and interact with their peers. Cultural knowledge relating to each topic is introduced at appropriate intervals, to enrich students’ understanding of Chinese culture.

Prerequisites: none
Who the course is designed for: 7th grade with little or no background in the language

At the 1A level, students have the opportunity to develop basic Mandarin Chinese communication skills in a cultural context. They start to listen and respond to structured social conversations. They practice writing basic characters and learn their origins. They write simple sentences and brief paragraphs. Students also learn basic grammatical structures and sentence patterns. Cultural knowledge is introduced at appropriate intervals to enrich students' understanding of Chinese culture. The computer is used as a tool to master the phonetic system, which is quite challenging in Mandarin.

Prerequisites: C- (full year average of 70%) in Chinese 1A or Intensive
Who the course is designed for: Middle School non-heritage* students

Chinese 1B is a continuation of Chinese 1A. In this class students engage in an in-depth study of the language. They increase their vocabulary and learn phrases to increase their ability to communicate effectively in Mandarin. Grammatical structures are emphasized, and students write short essays in Chinese. Reading comprehension is an integral aspect of the course. Students continue to use the computer extensively to enhance their language capability. Conversation is an important feature of the class. Students engage in dialogues on various topics and interact with their peers to practice their language skills. Voice recordings serve as a valuable tool for students to check their own reading and listening skills. The computer is used as a tool to master the phonetic system, which is quite challenging in Mandarin.

Prerequisites: C- (full year average of 70%) in Chinese 1B or an A- (full year average of 90%) in Chinese Intensive (with work to be completed over the summer)
Who the course is designed for: Upper School non-heritage* students

This course expands on what was learned in Chinese Intensive or 1B, aiming to increase oral proficiency in everyday conversation as well as reading and writing proficiencies. Students learn more complex grammar patterns and broader vocabulary. Cultural connections are made at appropriate intervals to help students become more familiar with Chinese society. The primary goal of Mandarin Chinese 2 is to build functional ability in the language, as well as to provide a foundation for Mandarin Chinese 3.

Prerequisites: C- (full year average of 70%) in Chinese 2
Who the course is designed for: Upper School students

This course is designed to expand students’ language skills from their previous Mandarin Chinese studies. Many of the grammatical constructions introduced in earlier courses are reinforced with increasing sophistication in terms of style and usage. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, are used to expand students’ knowledge and awareness of Chinese culture and history. Rigorous practice of spoken and written Mandarin Chinese in a wide range of situations of daily life will be conducted in order to help students communicate constructively, creatively, and appropriately at the intermediate level.

Prerequisites: A- (full year average of 90%) in Chinese 2 and an effort grade of 4.  If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for:  Strong and motivated 10th - 12th grade students

This course aims to enhance aural-oral skills and train students in more advanced study of grammar, reading, and writing. While the curriculum in Mandarin Chinese 3 and Mandarin Chinese 3 Honors is similar, in this course students will be expected to speak for greater periods of time and write more sophisticated compositions. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, will be used in this course in order to expand students’ knowledge and awareness of Chinese culture and history. Additionally, students will be expected to research, write, and present their findings to the class.

Prerequisites: C- (full year average of 70%) in Chinese 3 or 3 Honors
Who the course is designed for: 10-12th grade students

In this intermediate-level course, students develop their Chinese language skills while also gaining a deeper understanding of Chinese culture and daily life through various audio, visual, and textual materials, The course continues to develop students’ skills in listening, speaking, reading, and writing Chinese, and introduces many practical grammatical structures and sentence patterns which will enhance students’ abilities in oral and written communication. With each new lesson, students also acquire more substantive vocabulary related to a wide variety of topics concerning daily life and culture. A strong emphasis is placed on students’ active, engaged participation. By the end of the course, the successful student will have the ability to write short compositions, present oral reports, and read short narratives on a variety of topics related to daily life and culture, from the primary textbook “Integrated Chinese”, (Level Two, Parts One and Two.)

Prerequisites: B+ (full year average of 87%) in Chinese 3H or A (full year average of 93%) in Chinese 3, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10-12th grade students

In this intermediate-level course, students develop their Chinese language skills while also gaining a deeper understanding of Chinese culture and daily life through various audio, visual, and textual materials, The course continues to develop students’ skills in listening, speaking, reading, and writing Chinese, and introduces many practical grammatical structures and sentence patterns which will enhance students’ abilities in oral and written communication. With each new lesson, students also acquire more substantive vocabulary related to a wide variety of topics concerning daily life and culture. A strong emphasis is placed on students’ active, engaged participation. By the end of the course, the successful student will have the ability to write short compositions, present oral reports, and read short narratives on a variety of topics related to daily life and culture, from the primary textbook “Integrated Chinese”, (Level Two, Parts One and Two) and primary audio-book "Making Connections".

Prerequisites: A- (full year average of 90%) in Chinese 3 Honors or B+ (full year average of 87%) in Chinese 4 Honors, with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 10-12th grade students

AP Chinese Language and Culture serves as both a Chinese language course as well as an introduction to the interdisciplinary field of Chinese culture. Equivalent to a fourth semester college course, the primary focus has been to provide students with the opportunity to experience a variety of themes in Chinese history, geography, sociology, literature and politics, etc. The course deepens students’ immersion into the language and culture of the Chinese-speaking world and challenges the students to use language as a means to study different disciplines and topics, rather than just the language itself. The course is taught entirely in Chinese.

Prerequisites: C- (full year average of 70%) in Chinese 4 or 4H 
Who the course is designed for: 11-12th grade students

The objective of this course is for students to gain a general understanding and appreciation of Chinese literature, culture, and society through in-depth study of selected literary texts and audiovisual material. Students study written texts such as short fiction, essays and news articles, as well as audiovisual materials, including films, recorded interviews, and various other media such as commercials and short videos. Literary/cultural texts include: traditional parables and proverb stories, excerpted chapters of modern fiction and film screenplays, popular Chinese lyric music, and poetry. Readings about contemporary Chinese society include units on Chinese ethnic diversity (ethnographic travel narratives about various regions in China), environmental problems, the educational system, Chinese-U.S. relations, and cross-cultural differences. The class is conducted almost entirely in Chinese. In addition to regular listening and reading assignments, students hone their speaking and writing skills by writing short essays and giving oral presentations on various topics related to the arts, culture, and society.

Prerequisites: B+ (full year average of 87%) in AP Chinese Language and Culture with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: Strong and motivated 11-12th grade students

Chinese 5 Honors is an advanced Chinese course intended for students who have successfully completed AP Chinese. This course applies a flipped-classroom approach, and honors personalized learning. By studying authentic audio, visual and textual materials including news and articles, movies and TV shows, essays and speeches, daily scenes and conflicts, social cues and popular proverbs, classic and modern literature etc., this course emphasizes the application of Chinese language and cultural knowledge to real-world situations.  Students develop skills of effective communication in a modern contextual Chinese language setting, while also developing their critical thinking and problem-solving skills.

Prerequisites: C- in Chinese 5 or 5H 
Who the course is designed for: 11th - 12th grade students

Mandarin Chinese 6 enables students to function in Chinese in a wide variety of circumstances. Students lay a solid foundation for lifelong Chinese learning. This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students. Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts, argumentative writing etc. Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues. Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations. This course is conducted in Chinese.

Prerequisites: B+ (full year average of 87%) in Chinese 5 Honors with an effort grade of 4. If a student does not meet the requirements for a course, he or she can request to take a placement test in August if average is within 1% of the cut-off grade.
Who the course is designed for: 11th - 12th grade students

Mandarin Chinese 6 enables students to function accurately and effectively in Chinese in a wide variety of circumstances, and to engage with multiple forms of Chinese classical and contemporary literature. Students develop the skills to lay a solid foundation for lifelong Chinese learning.  This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students.  Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts, and argumentative writing.  Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues.  Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations.  This course is conducted in Chinese.

* Heritage Speakers

Please note: the term “non-heritage student” refers to a student who has had no previous exposure, whatsoever, to spoken Chinese in a home environment. Students who have had some previous exposure to spoken Chinese in a home environment should contact the Global Languages Department chair to discuss their enrollment options for Chinese courses at Chadwick.

Seventh-grade history and English work together to expand students’ understanding of different civilizations or societies and the roles of citizens within them. Each course focuses separately on the skills and content of each discipline, but they intersect to enrich students’ explorations of their own identity, the functions of a society, and their role as citizens (Who am I? Who are we? What’s my role?). In the history course, students will study Ancient Greece and Ancient Rome through the lens of five themes, which serve as the bridge to their English course. Students will consider a society’s foundations or origin stories; its political structure and sources of power (including economic); the participation, rights, and responsibilities of citizens; methods of change and reform; and expansion, war, and decline. Each unit will focus on one theme, with Ancient Greece and Ancient Rome providing the foundational content in the history course, but we will also consider in each unit how a given theme plays out in U.S. history, the contemporary United States, and non-Western societies such as South Korea. Simultaneously, the English course will explore the unit themes through literature: exploring origin stories while reading excerpts of Margaret Chadwick’s Dipperful of Humanity, analyzing power structures while reading Orwell’s Animal Farm and Lorraine Hansberry’s A Raisin in the Sun, considering citizenship through the lens of Sonia Nazario’s nonfiction Enrique’s Journey, learning about Reform and Rebellion themes with Fahrenheit 451, and finally, considering the themes of Expansion and Decline with attention to various short stories and poems.

Prerequisites: none
Who the course is designed for: all 8th grade students

In eighth grade, students explore the way different cultures come into contact and expand in an increasingly interconnected world through the following themes: places, cultures, and beliefs; challenging authority; different perspectives; and progress. The literature in English class examines these themes across multiple genres. In history, the course explores some of the great and diverse non-Western and Western cultures in the period between about 750 BCE to the early modern period, tracing the development of major world religions, transformational ideas, key developments in technology, and the controversial nature of sustained contact between Afro-Eurasia and the Americas. Eighth grade ends with a significant independent endeavor, the Summit Project, which engages students in collaboratively proposing solutions for a contemporary global issue.  

The seventh-grade Life Skills class meets weekly all year long in order to provide a broad scope of health, wellness and social-emotional life skills. The class teaches knowledge and skills, while fostering the Core Values, resilience and community. Some of the topics covered in this class include: study skills, stress management, coping strategies, digital citizenship, empathy, friendship, relational aggression, bullying and navigating ethical dilemmas.

The eighth-grade Life Skills course is a trimester-long class that uses class discussions and activities to discuss the development of healthy attitudes and choices. Topics discussed include: facets of identity, healthy decision-making, communication skills, diversity, identity, self-compassion, peer pressure, personal values and healthy relationships. Pertinent current events and preventative education related to substance use is also introduced.

Who the course is designed for: 7^th and 8^th grade students

This course is designed to be an introduction to musical styles, both Western and non-Western. Students learn how music affects their culture and other cultures around the world. Students learn how music is used in myriad situations, from communication to mood setting. Students learn to recognize music in its written, as well as its aural, form.

This class has been developed using the Standards in Music Education as identified by the Music Educators National Conference (MENC).

Prerequisites: none

Who the course is designed for: 7th and 8^th grade student

This course in basic musicianship is designed to meet the needs of students at all levels of musicianship, although no previous experience is required. The class uses the Mini Mac Lab and a digital music program that allows students to explore various compositional techniques. They are encouraged to be creative and imaginative. They will be given the opportunity to develop their own ideas through individualized lessons and projects.

Prerequisites: none
Who the course is designed for: 7th and 8^th grade students

Chorus is a cooperative learning experience that develops musical awareness, self-discipline, and commitment to the group process. Students who participate in this course sing music from the standard repertoire of folk, pop, and art music, while learning sound vocal techniques with proper placement and diaphragmatic breathing. Sight-singing and choral techniques of balance, blend, intonation, expression, and diction are also taught. The course facilitates students' development of performance techniques such as poise, projection, and communication, as well as stylistic considerations of tempo, rhythm, tone color, and dynamics. 

Prerequisites: None

Who the course is designed for: 7th and 8^th grade students

This comprehensive course focuses on introducing the art of dance to students in an interdisciplinary format of various techniques; units will emphasize modern, ballet, tap, jazz, hip-hop, and world dance styles. Students will increase their range of movement potential, neuromuscular awareness, knowledge of dance history, and choreographic skills. The coursework will culminate in performance works in the Spring Dance Concert, student dances, and thoughtful papers that delve into the diverse racial, religious, and national origins related to dances from around the world.

Prerequisites: none
Who the course is designed for: 7th and 8^thgrade students

Middle School Drama is designed to give students the opportunity to explore the world of the performing artist. The focus is on concentration, theater games, neutral dialogue, stage jargon, and improvisations.

Students perform during every class. Through improvisation, they learn scene structure and performance dynamics. Assessment is based solely on participation.

Prerequisites: none
Who the course is designed for: 8^th grade students

This course is designed for the serious theater student. Students apply concepts learned in Drama 1 to more sophisticated material. Young thespians are exposed to scenes from plays and are asked to memorize dialogue. Students perform character study and scene analysis, and continue with improvisations and theater games. The course will conclude with a short performance.

Who the course is designed for: 7th and 8^th grade students 

The Middle School Orchestra is open to any students who have worked with an orchestral instrument for at least one year. Beginners will be accepted but should consult the orchestra director prior to enrolling.

The ensemble traditionally performs at the Winter Concert and the Spring Concert. The repertoire includes traditional orchestral music as well as music from the popular literature of today. Method books are employed to assist students in developing orchestral skills such as ensemble technique, intonation, and music reading.

Students are expected to practice their instruments outside of class. Rehearsals are challenging, fast paced, and musically rewarding.

Students receive an effort mark based on preparation for rehearsals and performances as well as attitude during rehearsals.

Prerequisites: none
Who the course is designed for: 7th and 8th grade students 

This course provides both performance- and skill-oriented approaches to storytelling and public speaking essentials, enabling students to become more effective communicators by using verbal and non-verbal communication in a variety of situations.

Students are provided with numerous opportunities to perform and speak in front of a supportive audience; these opportunities culminate in special storytelling and public speaking performances. Students learn communication skills and are encouraged to listen attentively to presentations given by classmates. They learn how to choose a story, adapt it, and deliver it expressively.

The course emphasizes public speaking as students learn to outline and then deliver an informative speech. Through numerous class exercises, students improve their eye contact, body movement, gestures, confidence, and vocal characteristics.

In this experiential studio art course students mix the enjoyment of process with learning foundational skills in the areas of drawing, painting, and design. Compositions may span the areas of quick studies to finished works utilizing color, texture and line. Media include various pencil types, pen, watercolor, colored pencil, conte crayon, charcoal and pastel. The elements of dominance, unity, movement and balance are taught in assignment sequences intended to build upon prior knowledge and acquired skills. An inquiry-based format provides lively interaction, and emphasis is placed on craftsmanship and self-reflection as students move through the various projects. Students also learn how to think creatively as they manage space, materials, cleanup and other aspects of studio protocols throughout the trimester.

This trimester-long course focuses on the basic techniques of hand building to achieve a wide variety of sculptural results. Students begin with a pinch project, whereby a ball of clay is transformed into a vessel-like structure and then enhanced with carving, texture, and attachments. Next they move on to slab construction where they apply their newly learned techniques to a more complex form. Once sculpting is completed, pieces are painted with a variety of low-fire glazes, enabling students to acquire knowledge about how color and form interact. With emphasis on experimentation, exploration and self-discovery, students are encouraged to bring their own ideas to realization and are pushed to achieve their maximum potential. In addition to creating artwork, students also learn to build appreciation for themselves, each other, and their ideas in an encouraging environment, while gaining respect for the care of materials and the value of studio maintenance.

Middle School Media Arts introduces students to the art of photography and filmmaking through various self-guided and group projects. Students will begin in the darkroom, experimenting with one of the earliest forms of photography: black and white photograms. After that they will complete several video projects, focusing on script writing, shooting, and editing. Lastly, students will build their very own shoebox pinhole cameras, shoot a series of photographs, and develop them in the darkroom.

This course builds upon previously-learned skills and exposes students to a variety of mediums and techniques, which will include some combination of paper, metal, textiles, wood, and found objects. There will be both two and three-dimensional projects, teaching students how to create a dynamic composition from one angle and all angles. Students will learn proper tool use, material possibilities and limitations, and how to be a contributing member of a communal art studio. The Elements and Principles of design will be used frequently so students can develop a fluency in the language and know how to implement it. Their goal is to have fun and explore the diverse options for making art, while beginning to discover their own personal aesthetics.